Communication Bubble: An Inclusion Solution for the Nonverbal Student
Saturday, October 20, 2007 8:00 am - 9:00 am
Communication is the hallmark of humanity. This session introduces the concept of a communication bubble to ease the communication complications met by students with sensory losses or multiple disabilities. You will learn what an individual's communication bubble is and why it is important. We will present an overview of communication, how it looks, etc. From there we give you a tool that enhances consistency in communication with anyone, whatever their communication level. The final product is a one page, pictorial illustration of how all communication partners will be most effective, no matter what the environment is.
Andrea Harrington, Education Specialist, Missouri Deafblind Project, Lees Summit, MO .
Janus Hinson, Transition Specialist, Missouri Deafblind Project, , Lake Waukomis, MO .
Materials that you will need: Blue and Red colored pencils, the Communication
Bubble Worksheet and at least two people from your education team.
At the top of the page you enter the individual’s name. This is their personalized bubble.
We recommend that you put the individual’s picture where the various people outlines
are so as to further personalize their bubble.
The page is divided into four sections. In the upper left corner contains near and distant
vision information as well as hearing levels. In the lower left corner is the information
about assistive devices. In the upper right corner is information about communication
modes and favorite topics, The lower right corner has the information about the size of
the individual’s communication bubble i.e. hearing and vision – “the purple zone”.
Upper Left Corner
Vision Section - Left side of profile picture
• Note the line between the tree and the profile – put the farthest distance in feet or
inches that the individual can still recognize items.
• Enter the limits of the near vision on the line between the book and the profile. (How
far away/close do items have to be for the individual to recognize them?) The size of
picture and font should be noted on the corresponding lines.
Hearing Section - Right side of profile
• Circle the corresponding picture that denotes the decibel level of hearing loss in their
better ear.
*Note: the right and left aspects of the vision and hearing will be addressed in the bottom
right corner.
Lower Left Corner
• Note what assistive devices if any are used for the various categories listed:
• Vision - Glasses, contacts, magnifiers, CCTV, etc.
• Hearing- Hearing aids –what type which ear, FM system – type of headphones, etc
• Communication – Voice output system, single switch, type of switch – pressure
switch, sip and puff, etc, computer - what adaptations, (be specific).
• Switch Placement – Where is the switch placed, does this vary, and under what
circumstances?
• Motor – Fine: adapted pencil grips, tilted tray, etc.
Mobility - how does (s)he get from place to place, use of AFO’s, etc.
• Interpreters – Who are the people that the individual most easily understands and
most easily understand him/her? Use them as a resource so that more people will be
able to communicate effectively.
Top Right Corner
Preferred Communicative Modes
• Refer back to your worksheet to determine the favored ways the individual likes to
communicate. Bear in mind these are the modes the individual uses spontaneously
and therefore, is more skillful. This does not mean that other modes should not be
used. We are very pro “expanding horizons” .
• I like to talk about ….. Determine the topics this individual is passionate about.
These are the ones (s)he will more than likely be responsive to,
Bottom Right Corner
Use of colored pencils is suggested to best highlight the optimal communication
zone.
Hearing
• Using the worksheet determine how close and on which side is her/his optimal
hearing range.
• Using the front view illustration, shade the area with the red pencil to indicate the best
hearing range. Shade (also in red) the top view so as to illustrate the optimum
distance for hearing that is within that person’s communication bubble.
Vision
• Determine what is the individuals optimal distance vision, keeping in mind central
vision as well as the peripheral vision.
• Shade that area in with the blue pencil using the front view as explained above.
• Shade the area on the top view that will illustrate the individual’s visual field.
The combination of the hearing (red) and vision (blue) will create a “purple zone”.
This will be the optimal place to approach this individual in order to communicate
with him/her.
It is hoped that once the picture is completed it will be the distributed to
all the team members. In addition the individual should have a
laminated copy to carry with him/her to inform all those (s)he comes in
contact with. It is designed to be a user friendly way to illustrate how to
communicate with this person, where to approach him, what equipment
and materials need to be used and what are some topics to get the
conversation going.
COMMUNICATION BUBBLE WORKSHEET
People who have sensory losses may have some difficulty in communicating with new
people; but if they are verbal any difficulties will soon get straightened out. They may
tell you, “I can’t see what you are referring to”, “Come closer so I can hear you – it’s
very noisy here”, “Wait, I need to put on my hearing aid”, etc. People who are not
verbal have the added challenge of not being able to give that kind feedback. Because
there is that missing link, communication becomes a guessing game.
The purpose of the “Communication Bubble” is to take some of the guessing out of
communicating with individuals who are nonverbal. The “bubble” consists of two single
sided sheets of paper. Each with their separate, complementary functions.
The worksheet’s function is to have all the data necessary to determine the
‘Communication Bubble’ of the individual in a single spot. How many times have you
been in a staff meeting about one of your students and there is a gaping hole in the
information available? The worksheet attempts to reduce those moments so that planning
can go forward. The Communication Bubble itself is a pictorial representation of that
information in a form that is understandable to the general public.
The term “Communication Bubble” was coined by Susan Smith of Minnesota who is a
parent of a deafblind child. Dr. Sandra Davenport has been using the term for several
years as it aptly describes the communication dilemma that many people with disabilities
are in. They are in a bubble that may or may not be entered into by their communication
partner. Most partners will make an effort to be effective communicators if they have the
information about how to enter that bubble. That is the function of the pictorial
Communication Bubble – to give the information to potential communication partners
quickly, easily, and understandably.
To Begin: Complete the worksheet. This is a team effort. Consult with everyone who is
familiar with the individual (professionals, support staff, parents, family members, etc.)
It probably will require several sessions to fully complete this document, but the more
information you can compile, the better the profile will be. Have all of your information
gathered before you begin to transfer it to the Pictorial Communication Bubble.
The worksheet is divided into the following sections:
• Demographics
• Vision
• Tactile Preferences & Concept Development
• Hearing
• Communication
• Motor Capabilities
(a glossary of terms is provided)
2
Demographic:
This section includes basic information about the individual. List the names and
positions of the evaluating team. Also include what settings (environments) were
considered. Diagnosis should include all disabilities.
Vision:
• There are several questions that are simply yes/no. Check the appropriate box to note
whether the individual has: light perception, wear glasses, or contacts, if the vision
problem is degenerative, is there a problem with figure-ground, is there a response
time latency – if so how long?
Other questions to answer include:
• What is the individual’s acuity.
• If there is one, where is the field loss? Shade in the individuals favored visual field.
• Does the individual respond better to a color contrast? Circle which ones are
preferred and/or most beneficial.
• What is the lighting preference? (for example, direct, indirect, photophobic?)
• Distance Vision – At what distance can they recognize: Large Objects, Sign
Language, Lip Reading
• Near vision – Does the individual recognize an of these and what size should it be?
Small objects, Symbols, Photos, Line drawings, Print – font size
Tactile Preference:
• Is the individual tactually “defensive”? i.e. avoids tactile input or becomes agitate
with certain kinds of touch, etc..
• Does the person seek pressure input? i.e. hand flapping, head banging, squeezing into
small places, etc.
• Does the person show vestibular problems? i.e. has difficulty regulating arousal
levels, prefers laying on back when trying to focus attention, etc.
• What type of touch do they prefer? (Check all that are appropriate.)
Firm touch, Light Touch, Rough surface, Smooth surfaces, Vibration, Other
Concept Development: Check all concepts the individual displays a well integrated
understanding of:
• ID object characteristics – does (s)he notice size, color, shape, to identify what
something is?
• Objects have names- Can they name objects (s)he comes into contact with?
• Does (s)he appropriately use objects?
• Does (s)he imitate other’s actions and/or vocalizations?
• Can (s)he categorize items?
• What is his/her reading level?
3
Hearing:
• Here too are several yes/no items: do they have Central Auditory Processing Disorder
– CAPD, is amplification used – if so what type and where, does it cause a sensitivity
to different frequencies, is there a response latency? if so how long?
• Responsiveness to environment: Circle on a continuum (from good to poor) in
various areas of orientation (in front, from across the room, beyond a certain number
of feet).
• Responsiveness in a variety of noise levels: Circle on a continuum from good to
poor.
Communication:
• Modes are divided into expressive (E) and receptive (R). Check all that apply.
Functions are enumerated to the right of modes with space to list all the functions that
apply to a particular mode. For example, suppose an individual can understand and
follow speech receptively only when short, directive sentences are given. Therefore,
next to speech you would check R and write 8 for “follows simple directions” in the
function column. Remember that most everyone uses a several modes in a variety of
settings throughout the day.
Vocalizations - may be used in conjunction with other modes to make intended
messages more understandable, or to express affect.
Eye Gaze – may need to note any unusual head tile (orientation)
Facial Expression – affect, emotion
Gestures – and body language
Take hands – to direct you to do something, to gain attention, etc.
Home Signs – signs specific for this individual and their communicative partners.
Objects
Picture board/book – pictue symbols, photographs, line drawings, etc.
Tactile sign
ASL –American Sign Language
SEE – Signing Essential English
Fingerspelling – whether print on palm, or manual sign
Print
Braille – which stage
Assistive Device – state what specific device they use.
Speech
Other – be specific
• Functions: Note the reason why this individual communicates. Be sure to investigate
all that apply for each mode. Write the numbers in the function column.
1. To gain attention
2. For refusals
3. Yes/No
4. To make Choices
5. To ask for help
6. To ask for more
7. For social conversation
8. Follows simple directions
4
• Effective Communication Partners – Who does this individual communicate best
with?
• What is the Least Effective time to communicate with this individual? When will they
be most fatigued, distracted, etc.
• What is the Optimal Conversation Position? Sitting in wheelchair, when side lying,
sitting on a beanbag chair, etc
Motor Capabilities:
Fine Motor – Check whether this individual has the fine motor capabilities to;
Sign
Use the Keyboard
Use a Switch – Specify placement of that switch
Use Paper/pencil
State what the minimum requirements would be for head/trunk stability - this could
Range from an adapted seat or wheelchair, a towel rolled up under the arm to aid in
pointing, body brace, or nothing at all.
Mobility - What is the individual’s means of mobility? Check all that apply
Rolls
Crawls
Walks
Walks with assist (crutches, walker, another person, sighted guide, etc)
Uses a cane to maneuver within a building, outside, or to ID self as visually
impaired
Wheelchair – motorized or manual.
Once you have completed the information on the Communication Bubble Worksheet, you
are now ready to convert this information to the Pictorial Communication Bubble which
can be used by anyone in the general population so as to effectively communicate with
this individual.
Glossary
Acuity: The measurement of the eye’s ability to see shapes and details of objects.
ASL: American Sign Language – the visual, manual language of the deaf community.
CAPD (central auditory processing disorder): a deficiency in one or more of
the following phenomena: sound localization and lateralization, auditory discrimination,
auditory pattern recognition, recognition of temporal aspects of audition, auditory
performance decrease with competing acoustic signals, and auditory performance
decrease with degraded signals
Cochlear Implant: an electronic prosthetic device that enables individuals with
sensorineural hearing loss to recognize some sounds and consists of an external
microphone and speech processor and one or more electrodes implanted in the cochlea
CVI (cortical visual impairment): disturbed or reduced vision due to various
brain abnormalities.
Communicative functions: The purpose of communication, i.e. requesting,
rejecting, commenting, reporting.
Distant vision: typically, vision for objects that a 20 feet or more from the viewer
Visual Field: The area simultaneously visible to one eye without movement.
Figure – ground: The ability of humans to separate visual elements based upon
contrast. Many times this definition is expanded from a simple perception based on
contrast to include abstract concepts such as subject/background and positive/negative
space.
Fingerspelling: Representation of specific letters to spell words with hand shapes.
Gesture: Movement to represent and action, object person or location.
Latency: The amount of a time lag between the input of stimuli and the response to
that stimuli.
Near vision: The ability to see things clearly at a normal reading distance (14-16
inches)
Object symbol: A thing that represents an activity to the student.
Tactually defensive: An interpretation of sensations differently than usual. What
may be a pleasurable touch or texture to most may be quite aversive and unbearable.
Tactual symbols: Objects or parts of objects, used to represent specific objects,
actions, place, or people.
SEE: Signing Essential English, word for word transliteration of English language.
Visual fields: Total area a person can see, above, below, to the sides and straight
ahead without turning his head.
Resources
The Forgotten Senses, Brown, David, CHARGE Workshop, St. Louis, MO, 2005
Communication: A Guide for Teaching Students with Visual and Multiple
Impairments, Hagood, Linda, Texas School for the Blind and Visually Impaired, 1997.
Hand In Hand: Essentials of Communication and Orientation and Mobility for
Your Students Who Are Deaf-Blind: Vol. I, Huebner, Kathleen Mary (Ed.), et al,
AFB Press 1995.
Every Move Count: Sensory-Based Communication Techniques, Korsten, Jane E.,
M.A. et al, Therapy Skill Builders, 1993.
Dimensions of Communication: An Instrument to Assess The Communication
Skills and Behaviors of Individuals with Disabilities, Mar, Harvey H., PhD; Sall,
Nancy, Ed.D, available from Harvey Mar, Ph.D, St. Joseph’s Children’s Hospital,
Patterson, NJ, 1999
Remarkable Conversations: Guide to developing meaningful communication with
children and young adults who are deafblind, Miles, Barbara (Ed.); Riggio, Marianne
(Ed.) Perkins School for the Blind, 1999.
There’s more than one way to hold a conversation, Living and Learning Together ,
Nelson, Cathy, October 1994.
Introduction to Deaf-Blindness, Rhodes, Larry, Workshop, St. Louis, MO, 1994
Tangible Symbol Systems for Individuals with Multisensory Impairments, Rowland,
Charity, Ph.D., and Schweigert, P., Communication Skill Builders, 1989.
Communication Matrix: A communication skill assessment, Rowland, Charity,
Ph.D., Communication Skill Builders, 1996.
Communication Interactions: It Takes Two, Stremel, Kathleen, M.A., DB-Link,
August 2000.
Expressive Communication: How Children Send Their Messages to You, Stremel,
Kathleen, M.A., DB-Link, December 1998.
The Sint-Michielgestel approach to diagnosis and education of multisensory
impaired persons, VanDijk, Jan, Ph.D. Paper presented at Warwick, England, 1993.
Receptive Communication: How Children Understand Your Messages to Them,
Wilson, Rebecca M. Mississippi Statewide Project for Individuals who are Deafblind,
December, 1998.
Janus Hinson, Transition Specialist, Missouri Deafblind Project, , Lake Waukomis, MO .
Completing the Pictorial Communication Bubble
Materials that you will need: Blue and Red colored pencils, the Communication
Bubble Worksheet and at least two people from your education team.
At the top of the page you enter the individual’s name. This is their personalized bubble.
We recommend that you put the individual’s picture where the various people outlines
are so as to further personalize their bubble.
The page is divided into four sections. In the upper left corner contains near and distant
vision information as well as hearing levels. In the lower left corner is the information
about assistive devices. In the upper right corner is information about communication
modes and favorite topics, The lower right corner has the information about the size of
the individual’s communication bubble i.e. hearing and vision – “the purple zone”.
Upper Left Corner
Vision Section - Left side of profile picture
• Note the line between the tree and the profile – put the farthest distance in feet or
inches that the individual can still recognize items.
• Enter the limits of the near vision on the line between the book and the profile. (How
far away/close do items have to be for the individual to recognize them?) The size of
picture and font should be noted on the corresponding lines.
Hearing Section - Right side of profile
• Circle the corresponding picture that denotes the decibel level of hearing loss in their
better ear.
*Note: the right and left aspects of the vision and hearing will be addressed in the bottom
right corner.
Lower Left Corner
• Note what assistive devices if any are used for the various categories listed:
• Vision - Glasses, contacts, magnifiers, CCTV, etc.
• Hearing- Hearing aids –what type which ear, FM system – type of headphones, etc
• Communication – Voice output system, single switch, type of switch – pressure
switch, sip and puff, etc, computer - what adaptations, (be specific).
• Switch Placement – Where is the switch placed, does this vary, and under what
circumstances?
• Motor – Fine: adapted pencil grips, tilted tray, etc.
Mobility - how does (s)he get from place to place, use of AFO’s, etc.
• Interpreters – Who are the people that the individual most easily understands and
most easily understand him/her? Use them as a resource so that more people will be
able to communicate effectively.
Top Right Corner
Preferred Communicative Modes
• Refer back to your worksheet to determine the favored ways the individual likes to
communicate. Bear in mind these are the modes the individual uses spontaneously
and therefore, is more skillful. This does not mean that other modes should not be
used. We are very pro “expanding horizons” .
• I like to talk about ….. Determine the topics this individual is passionate about.
These are the ones (s)he will more than likely be responsive to,
Bottom Right Corner
Use of colored pencils is suggested to best highlight the optimal communication
zone.
Hearing
• Using the worksheet determine how close and on which side is her/his optimal
hearing range.
• Using the front view illustration, shade the area with the red pencil to indicate the best
hearing range. Shade (also in red) the top view so as to illustrate the optimum
distance for hearing that is within that person’s communication bubble.
Vision
• Determine what is the individuals optimal distance vision, keeping in mind central
vision as well as the peripheral vision.
• Shade that area in with the blue pencil using the front view as explained above.
• Shade the area on the top view that will illustrate the individual’s visual field.
The combination of the hearing (red) and vision (blue) will create a “purple zone”.
This will be the optimal place to approach this individual in order to communicate
with him/her.
It is hoped that once the picture is completed it will be the distributed to
all the team members. In addition the individual should have a
laminated copy to carry with him/her to inform all those (s)he comes in
contact with. It is designed to be a user friendly way to illustrate how to
communicate with this person, where to approach him, what equipment
and materials need to be used and what are some topics to get the
conversation going.
COMMUNICATION BUBBLE WORKSHEET
People who have sensory losses may have some difficulty in communicating with new
people; but if they are verbal any difficulties will soon get straightened out. They may
tell you, “I can’t see what you are referring to”, “Come closer so I can hear you – it’s
very noisy here”, “Wait, I need to put on my hearing aid”, etc. People who are not
verbal have the added challenge of not being able to give that kind feedback. Because
there is that missing link, communication becomes a guessing game.
The purpose of the “Communication Bubble” is to take some of the guessing out of
communicating with individuals who are nonverbal. The “bubble” consists of two single
sided sheets of paper. Each with their separate, complementary functions.
The worksheet’s function is to have all the data necessary to determine the
‘Communication Bubble’ of the individual in a single spot. How many times have you
been in a staff meeting about one of your students and there is a gaping hole in the
information available? The worksheet attempts to reduce those moments so that planning
can go forward. The Communication Bubble itself is a pictorial representation of that
information in a form that is understandable to the general public.
The term “Communication Bubble” was coined by Susan Smith of Minnesota who is a
parent of a deafblind child. Dr. Sandra Davenport has been using the term for several
years as it aptly describes the communication dilemma that many people with disabilities
are in. They are in a bubble that may or may not be entered into by their communication
partner. Most partners will make an effort to be effective communicators if they have the
information about how to enter that bubble. That is the function of the pictorial
Communication Bubble – to give the information to potential communication partners
quickly, easily, and understandably.
To Begin: Complete the worksheet. This is a team effort. Consult with everyone who is
familiar with the individual (professionals, support staff, parents, family members, etc.)
It probably will require several sessions to fully complete this document, but the more
information you can compile, the better the profile will be. Have all of your information
gathered before you begin to transfer it to the Pictorial Communication Bubble.
The worksheet is divided into the following sections:
• Demographics
• Vision
• Tactile Preferences & Concept Development
• Hearing
• Communication
• Motor Capabilities
(a glossary of terms is provided)
2
Demographic:
This section includes basic information about the individual. List the names and
positions of the evaluating team. Also include what settings (environments) were
considered. Diagnosis should include all disabilities.
Vision:
• There are several questions that are simply yes/no. Check the appropriate box to note
whether the individual has: light perception, wear glasses, or contacts, if the vision
problem is degenerative, is there a problem with figure-ground, is there a response
time latency – if so how long?
Other questions to answer include:
• What is the individual’s acuity.
• If there is one, where is the field loss? Shade in the individuals favored visual field.
• Does the individual respond better to a color contrast? Circle which ones are
preferred and/or most beneficial.
• What is the lighting preference? (for example, direct, indirect, photophobic?)
• Distance Vision – At what distance can they recognize: Large Objects, Sign
Language, Lip Reading
• Near vision – Does the individual recognize an of these and what size should it be?
Small objects, Symbols, Photos, Line drawings, Print – font size
Tactile Preference:
• Is the individual tactually “defensive”? i.e. avoids tactile input or becomes agitate
with certain kinds of touch, etc..
• Does the person seek pressure input? i.e. hand flapping, head banging, squeezing into
small places, etc.
• Does the person show vestibular problems? i.e. has difficulty regulating arousal
levels, prefers laying on back when trying to focus attention, etc.
• What type of touch do they prefer? (Check all that are appropriate.)
Firm touch, Light Touch, Rough surface, Smooth surfaces, Vibration, Other
Concept Development: Check all concepts the individual displays a well integrated
understanding of:
• ID object characteristics – does (s)he notice size, color, shape, to identify what
something is?
• Objects have names- Can they name objects (s)he comes into contact with?
• Does (s)he appropriately use objects?
• Does (s)he imitate other’s actions and/or vocalizations?
• Can (s)he categorize items?
• What is his/her reading level?
3
Hearing:
• Here too are several yes/no items: do they have Central Auditory Processing Disorder
– CAPD, is amplification used – if so what type and where, does it cause a sensitivity
to different frequencies, is there a response latency? if so how long?
• Responsiveness to environment: Circle on a continuum (from good to poor) in
various areas of orientation (in front, from across the room, beyond a certain number
of feet).
• Responsiveness in a variety of noise levels: Circle on a continuum from good to
poor.
Communication:
• Modes are divided into expressive (E) and receptive (R). Check all that apply.
Functions are enumerated to the right of modes with space to list all the functions that
apply to a particular mode. For example, suppose an individual can understand and
follow speech receptively only when short, directive sentences are given. Therefore,
next to speech you would check R and write 8 for “follows simple directions” in the
function column. Remember that most everyone uses a several modes in a variety of
settings throughout the day.
Vocalizations - may be used in conjunction with other modes to make intended
messages more understandable, or to express affect.
Eye Gaze – may need to note any unusual head tile (orientation)
Facial Expression – affect, emotion
Gestures – and body language
Take hands – to direct you to do something, to gain attention, etc.
Home Signs – signs specific for this individual and their communicative partners.
Objects
Picture board/book – pictue symbols, photographs, line drawings, etc.
Tactile sign
ASL –American Sign Language
SEE – Signing Essential English
Fingerspelling – whether print on palm, or manual sign
Print
Braille – which stage
Assistive Device – state what specific device they use.
Speech
Other – be specific
• Functions: Note the reason why this individual communicates. Be sure to investigate
all that apply for each mode. Write the numbers in the function column.
1. To gain attention
2. For refusals
3. Yes/No
4. To make Choices
5. To ask for help
6. To ask for more
7. For social conversation
8. Follows simple directions
4
• Effective Communication Partners – Who does this individual communicate best
with?
• What is the Least Effective time to communicate with this individual? When will they
be most fatigued, distracted, etc.
• What is the Optimal Conversation Position? Sitting in wheelchair, when side lying,
sitting on a beanbag chair, etc
Motor Capabilities:
Fine Motor – Check whether this individual has the fine motor capabilities to;
Sign
Use the Keyboard
Use a Switch – Specify placement of that switch
Use Paper/pencil
State what the minimum requirements would be for head/trunk stability - this could
Range from an adapted seat or wheelchair, a towel rolled up under the arm to aid in
pointing, body brace, or nothing at all.
Mobility - What is the individual’s means of mobility? Check all that apply
Rolls
Crawls
Walks
Walks with assist (crutches, walker, another person, sighted guide, etc)
Uses a cane to maneuver within a building, outside, or to ID self as visually
impaired
Wheelchair – motorized or manual.
Once you have completed the information on the Communication Bubble Worksheet, you
are now ready to convert this information to the Pictorial Communication Bubble which
can be used by anyone in the general population so as to effectively communicate with
this individual.
Glossary
Acuity: The measurement of the eye’s ability to see shapes and details of objects.
ASL: American Sign Language – the visual, manual language of the deaf community.
CAPD (central auditory processing disorder): a deficiency in one or more of
the following phenomena: sound localization and lateralization, auditory discrimination,
auditory pattern recognition, recognition of temporal aspects of audition, auditory
performance decrease with competing acoustic signals, and auditory performance
decrease with degraded signals
Cochlear Implant: an electronic prosthetic device that enables individuals with
sensorineural hearing loss to recognize some sounds and consists of an external
microphone and speech processor and one or more electrodes implanted in the cochlea
CVI (cortical visual impairment): disturbed or reduced vision due to various
brain abnormalities.
Communicative functions: The purpose of communication, i.e. requesting,
rejecting, commenting, reporting.
Distant vision: typically, vision for objects that a 20 feet or more from the viewer
Visual Field: The area simultaneously visible to one eye without movement.
Figure – ground: The ability of humans to separate visual elements based upon
contrast. Many times this definition is expanded from a simple perception based on
contrast to include abstract concepts such as subject/background and positive/negative
space.
Fingerspelling: Representation of specific letters to spell words with hand shapes.
Gesture: Movement to represent and action, object person or location.
Latency: The amount of a time lag between the input of stimuli and the response to
that stimuli.
Near vision: The ability to see things clearly at a normal reading distance (14-16
inches)
Object symbol: A thing that represents an activity to the student.
Tactually defensive: An interpretation of sensations differently than usual. What
may be a pleasurable touch or texture to most may be quite aversive and unbearable.
Tactual symbols: Objects or parts of objects, used to represent specific objects,
actions, place, or people.
SEE: Signing Essential English, word for word transliteration of English language.
Visual fields: Total area a person can see, above, below, to the sides and straight
ahead without turning his head.
Resources
The Forgotten Senses, Brown, David, CHARGE Workshop, St. Louis, MO, 2005
Communication: A Guide for Teaching Students with Visual and Multiple
Impairments, Hagood, Linda, Texas School for the Blind and Visually Impaired, 1997.
Hand In Hand: Essentials of Communication and Orientation and Mobility for
Your Students Who Are Deaf-Blind: Vol. I, Huebner, Kathleen Mary (Ed.), et al,
AFB Press 1995.
Every Move Count: Sensory-Based Communication Techniques, Korsten, Jane E.,
M.A. et al, Therapy Skill Builders, 1993.
Dimensions of Communication: An Instrument to Assess The Communication
Skills and Behaviors of Individuals with Disabilities, Mar, Harvey H., PhD; Sall,
Nancy, Ed.D, available from Harvey Mar, Ph.D, St. Joseph’s Children’s Hospital,
Patterson, NJ, 1999
Remarkable Conversations: Guide to developing meaningful communication with
children and young adults who are deafblind, Miles, Barbara (Ed.); Riggio, Marianne
(Ed.) Perkins School for the Blind, 1999.
There’s more than one way to hold a conversation, Living and Learning Together ,
Nelson, Cathy, October 1994.
Introduction to Deaf-Blindness, Rhodes, Larry, Workshop, St. Louis, MO, 1994
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